A few weeks ago, after I gave a presentation on the opportunities and challenges of the portfolio model, a charter school proponent asked me, “Robin, do you really believe districts can innovate?”
One jolting result from the generally sobering New York State Common Core test results was that charter schools fared worse than previously when compared to other New York public schools. Although student background was not taken into account, many New York charter schools’ proficiency scores were simply not as impressive as on other exams. Critics say this is proof that much-touted high-performing charters are simply fact-drilling credit mills, built to raise scores on outmoded tests.
Fourth in a CRPE Blog Series on Education Governance as a Civic Enterprise
Those who have done well under traditional school governance systems are frightened by the ideas of families choosing their schools, schools controlling their own budgets and staffing, and meaningful accountability structures encompassing all schools. When people see disadvantaged kids getting access to better schools and teachers being able to choose their colleagues, opposition may wane. But when leaders change, reforms—even when they’re working—are vulnerable.
Third in a CRPE Blog Series on Education Governance as a Civic Enterprise
Second in a CRPE Blog Series on Education Governance as a Civic Enterprise
Educators often let me know they are passionately opposed to charter schools. “If freedom is so good for schools,” they ask, “then why not give it to all of them, not just charter schools?”
First in a CRPE Blog Series on Education Governance as a Civic Enterprise
Those of you who follow CRPE’s work know that we have long been a leading source of ideas about new approaches to public oversight of schools. One of our core beliefs regarding governance is that public schools can, and should, be given the freedom to solve problems and innovate while still being held accountable for equity and high performance.